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Test Construction: Presented by
Test Construction: Presented by
CONSTRUCTION
Part II
Presented by:
Zosie G. Delim
http://www.slideshare.net/ArnelSSI
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What is testing?
Encourage improvement
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Matching Type
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Parts of the Matching Type Test
(Vertical Type)
Column A Column B
(Premise) (Response)
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Parts of the Matching Type Test
(Horizontal Type)
(Response)
(Premise)
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What to Look for on
Matching Type Tests
The list of responses should be
relatively short.
Response options should be arranged
alphabetically or numerically.
Directions clearly indicate the basis for
matching.
Can responses be used more than once?
Where will you place your answer?
Can students infer relationships or are
they based on real world logic?
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What to Look for on
Matching Type Tests
Position of matches should be varied.
Avoid using patterns.
The choices of each matching set
should be on one page
There are more responses than
premises in a single set if responses
cannot be used more than once.
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What to Look for on
Matching Type Tests
The premises are homogeneous as well
as the responses and are grouped as
one item.
Example:
Set A: Provinces in Region I
Set B: Provinces in CAR
If responses can be used more than
once, it should be proportional to the
number of premises (3:5 or 4:10)
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Examples:
Directions: Match the following.
1. Food A. Primary reinforcer
2. Psychoanalysis B. Sigmund Freud
3. B.F. Skinner C. Operant conditioning
4. Standard deviation D. Measure of variability
5. Schizophrenia E. Hallucinations
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Examples:
Better: (Use homogenous material in matching items, and if
responses are not to be used more than once, include more
responses than stimuli.)
Match the theories in Column A with their proponents in Column B.
Write the letter of the correct answer.
Column A Column B
___ 1. Psychodynamic Theory A. Albert Bandura
___ 2. Trait Theory B. B.F. Skinner
___ 3. Behaviorism C. Carl Rogers
___ 4. Humanism D. Gordon Allport
___ 5. Social Learning Theory E. Karn Horney
F. Raymond Cattell
G. Sigmund Freud
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Sentence Completion /
Fill-in the Blanks
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What to Look for on
Sentence Completion Tests
Only significant words are omitted.
When omitting words, enough clues are
left so that the student who knows the
correct answer can supply the correct
response.
Ensure that grammatical clues are
avoided.
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What to Look for on
Sentence Completion Tests
Blanks are at the end of the statement.
The length of the responses are limited
to single words or short phrases.
Questions are not lifted as verbatim
quotes from text.
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Examples:
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Examples:
Better:
1. The product is the answers in _________.
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Examples:
1. If a mango weighs 250 grams, 10 mangoes
would weigh ______.
Better:
1. If a mango weighs 250 grams, 10 mangoes
would weigh ____ grams.
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Essay / Short Answer Test
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Types of Essay Items:
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Two Types of Essay Items:
Restricted response type
The test limits the examinees response
may be answered by the examinee’s
responses in terms of length, content,
style or organization.
Example: Give and explain three reasons
why the government should or should not
allow teachers to work abroad as domestic
helpers.
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What to Look for on
Essay Tests
The task is clearly defined. The
students are given an idea on the scope
and direction you intended for the
answer to take. The question starts
with a description of the required
behavior to put them in the correct mind
frame.
E.g. “Compare” or “Analyze”
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What to Look for on
Essay Tests
The questions are written in the
linguistic level appropriate to the
students.
Questions require a student to
demonstrate command of background
information, not simply repeating
information.
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What to Look for on
Essay Tests
Questions regarding a student’s opinion
on a certain issue should focus not on
the opinion but on the way it is
presented and argued.
A larger number of shorter, more
specific questions are better, than, one
or two longer questions.
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Proposed Criteria in Grading
Essay Test
Ideas (20%)
Weight of Evidence Presented (40%)
Correct Usage (20%)
Logical Conclusions drawn from the
evidence (20%)
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Example:
What is wrong with this question?
Describe asthma?
Better: (Clearly explain what is expected of
the student.)
Describe asthma. Include in your answer :
a. the pathophysiologic features of asthma
b. the clinical manifestations associated
with an asthma episode
c. the management of an asthma episode.
(10 points)
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Example:
What is wrong with this question?
Who is better, Rizal or Bonifacio?
Better: ( The students are given an idea on
the scope and direction you intended for the
answer to take.)
Compare and contrast the method used by
Rizal and Bonifacio in promoting
nationalism. (5 points)
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Other types of Test Questions
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Restricted Response Test (RRT)
Test takers are not given choices as possible
answers. Items ask for a specific answer to
each questions.
Example:
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Principles in constructing RRT
Do not ask for trivial facts or details. It is not
only useless but also frustrates the students.
How many balls are used in a 9-ball match?
Questions should elicit facts not opinions?
What do you think Pres. GMA should do for the
country to recover from its’ economic deficit?
Minimize questions that call for sheer memory
work unless if the answer has important
analytical significance.
When will the next president be sworn to office?
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Chronological Sequencing Test (CST)
Test takers are asked to arrange items
in a systematic or logical order.
Arrange the presidents according to their
term of office.
_____ Fidel Ramos
_____ Joseph Estrada
_____ Corazon Aquino
_____ Gloria Macapagal - Arroyo
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Principles in constructing CST
Items should be homogenous and are related
to each other.
There should not be more than 5 items in
each set.
Do not number the items. This confuses the
students.
All items to be arranged should be in the
same page.
Directions should be clearly stated and that
each set should be labeled about their
relevance.
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What is wrong in this test question?
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Better:
21-25.) War in the Pacific
Arrange the following events in chronological order.
Write the numbers 1-5 on the blanks provided.
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Proposed Arrangement of Test Items
• True or False
• Multiple Choice
• Matching Type
• Sentence Completion
• Others (RRT/Analogy/CST)
• Essay
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Things to Remember:
Making a good test takes time
Teachers have the obligation to
provide their students with the
best evaluation
Tests play an essential role in the
life of the students, parents,
teachers and other educators
Break any of the rules when
you have a good reason for
doing so!
(Mehrens, 1973)
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POINTS TO PONDER…
A good lesson makes a good question
A good question makes a good content
A good content makes a good test
A good test makes a good grade
A good grade makes a good student
A good student makes a good COMMUNITY
Jesus Ochave Ph.D.
VP Research Planning & Development
Philippine Normal University
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